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B.Ed. (Hearing Impairment) Communication Options Oralism Syllabus - Mumbai University

This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Hearing Impairment), the Choice Based two-year programme in force from the academic year 2016-17. It is the scheme currently examined: the University set all four of its semesters in Winter 2025 and Summer 2026, and has published no revision of it since. The University no longer hosts the document on mu.ac.in, which is why it is mirrored here in full.

Communication Options - Oralism Syllabus.pdf
Semester 3 · 3 credits · 75 marks · 90 hours

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Syllabus for Communication Options - Oralism

Semester 3 · 3 credits · 75 marks · 90 hours

Module 1: Understanding Hearing Loss in Real Life Context

  • 1.1 Basic Awareness on Paradigms of D/Deafness (Medical And Social)
  • 1.2 Basic Awareness on Deafness and Communicative Access: Challenges and Concerns
  • 1.3 Basic Awareness on Autonomy and Inclusion with Reference to Oral Options
  • 1.4 Basic Awareness on Identity Issues with Reference to Oral Options
  • 1.5 Oral / Aural Options: myths and facts

Module 2: Advance Understanding of Oral Options

  • 2.1 Difference Between Uni Sensory and Multi Sensory Approach in Oralism
  • 2.2 Oracy To Literacy: Why And How
  • 2.3 Speech Reading: Need, Role And Strategies in All Communication Options
  • 2.4 Training And Guidance on Aural Oral Practices for Families And Tuning Home Environment: Current Scenario
  • 2.5 Tuning Mainstream Schools/Classrooms For Aural Oral Communication: Do’s And Don’ts

Module 3: Skill Development Required for Oralism

  • 3.1 Practicing Interpreting Audiograms and Exposure to Goal Setting In Listening Skills
  • 3.2 Practicing Motherese (Addressing /Talking To Young Children) and Age Appropriate Discourse with Children Using Appropriate Language, Turn Taking and Eye Contact
  • 3.3 Practicing Fluency Skills in Verbal Communication: Spontaneous Conversations, Narrations and Loud Reading
  • 3.4 Practicing Skills in Story Telling /Narrations/Jokes/ Poems / Nursery Rhymes (with special attention to suprasegmental aspects)
  • 3.5 Ongoing Monitoring and Assessing Auditory Functioning and Speech Development: Reflecting upon Model Formats Used For the Purpose (Checklists, Recordings, Developmental Scales)

Module 4: Understanding Skills related to Auditory Verbal (AV) Approach

  • 4.1 AV Approach: Meaning, Misconcepts and Justification
  • 4.2 Stages of Auditory Hierarchy
  • 4.3 understanding Listening Strategies, Techniques of AV Approach and their Relation to Listening Environment
  • 4.4 Reading Model Plans
  • 4.5 Observing a Few Weekly Individual Sessions

Module 5: Implementing Oralism and AV Approach in Indian Special Schools & Course

  • conclusions
  • 5.1 Use Of Oralism and AV Approach in Indian Special Schools: Current Scenario
  • 5.2 Oralism / AV Approach: Prerequisites for Special Schools
  • 5.3 Strategies of Implementation Oral Communication Policy and Fulfilling Prerequisites
  • 5.4 Resource Mobilization For Listening Devices: (ADIP, Organized Charity, CSR, Fund Raising Events, Web Based Fund Raising)
  • 5.5 Reflections On The Course: From Theory to Practice to Initiating Change

Essential Readings

  • RCI (2010) Communication Options And Students With Deafness. Rehabilitation Council Of India , New Delhi
  • Dhvani (English) Balvidyalaya Publication:Chennai
  • Estabrooks. W. (2006) Auditory-Verbal Therapy And Practice , Ag Bell
  • Paul, Peter V. (2009). Language and Deafness. Jones And Bartlett: Boston
  • Borden, Gloria J.; Harris, Katherine S. & Raphael, Lawrence J. (2005). Speech Science Primer (4 th ) Lippincott Williams And Wilkins: Philadelphia
  • Ling, Daniel.(1990) Acoustics, Audition And Speech Reception. (Cd)Alexandria, Auditory Verbal International
  • Heller, Robert. (1999). Managing Change. Dk Publishing: New York
  • Estabrooks , W. (2001) 50 Frequently Asked Questions (Faqs) About Auditory-Verbal Therapy. Learning To Listen Foundation
  • Estabrooks W. & Marlowe J, (2000) The Baby is Listening, A G Bell Association For The Deaf And Hard Of Hearing, Inc, Washington Dc
  • Chaney, Ann L. & Burk, Tamara L. (1998). Teaching Oral Communication In Grades K – 8.Boston: Allyn And Bacon
  • Directory of Rehabilitation Resources for Persons With Hearing Impairment In India. (2000) Ayjnihh Publication, Mumbai
  • Ling, D. And Ling, A.H. (1985) Aural Habilitation: The Foundations Of Verbal Learning InHearing Impaired Children. A.G. Bell Association For The Deaf And Hard Of Hearing.Washington D.C.
  • Ling, D. (1989) Foundations Of Spoken Language For Hearing Impaired Children. A.G.Bell Association For The Deaf And Hard Of Hearing. Washington D.C.
  • Dhvani (Marathi) Balvidyalaya – Ccym Publication
  • Play It By Ear, John Tracy Clinic Publication: La
  • Heller, Robert. (1999). Effective Leadership. Dk Publishing: New York.
  • Heller, Robert. (1999). Managing Change. Dk Publishing: New York
  • Resource Book on Hearing Impairment. Ayjnihh Publication
  • Cole, Elizabeth, B. And Flexer, Carol. (2007). Children With Hearing Loss Developing Listening And Talking (Birth To Six) Plural Publishing Inc: Uk.
  • Unpublished Dissertations And Thesis On Profiling Communication Options In Special Schools In India

Reproduced from the University of Mumbai syllabus for B.Ed. Spl. Ed. (Hearing Impairment), in force from the academic year 2016-17. Wording, module numbering and the reading list are as printed in that syllabus. The PDF above is the syllabus's own page, unaltered.

The complete syllabus

This subject is cut from the University syllabus for the whole degree. Open it here if you want the whole thing rather than a single subject.

PDF Bachelor of Education - Special Education (Hearing Impairment) Sem I to IV (from 2016-17) Choice Based syllabus, in force from 2016-17 Read full PDF Read
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